Indentifying a focus for the project: In 2007 I initiated a program for Girls at risk of dropping out of school and life in year 9 and 10. I noticed disengagement was increasing and something needed to be done, the program was successful for this group of students’. When considering ideas for this ARP, I reflected on the program for girls. I started with ideas around continuing with a similar theme and soon decided I needed to work with more students’ and not be gender specific. I did not want to leave anyone out, as disengagement is increasing at year 10 and all student needs are important.
Steps in developing a draft needs assessment protocol:
Reading and analysing information from the Student ‘Attitudes to School Data’ from the previous 3 years assists with my instincts about (dis)engagement in year ten with relation to the transition from year nine to ten. I am focussing reasons for lack of engagement around; Student Morale, Student Distress, Student Connectedness and Student Motivation.
Here are the results from 2006, 2007 and 2008. I am particularly interested in the transition from year nine to ten.
2006
Yr 7
Yr 8
Yr 9
Yr 10
Yr 11
Yr 12
Student Morale
2nd
1st
2nd
1st
2nd
3rd
Student Distress
3rd
1st
2nd
1st
1st
3rd
Student Connectedness
3rd
1st
3rd
2nd
2nd
3rd
Student Motivation
2nd
1st
3rd
2nd
2nd
3rd
2007
Student Morale
2nd
2nd
4th
1st
1st
1st
Student Distress
2nd
2nd
4th
1st
1st
2nd
Student Connectedness
2nd
1st
3rd
1st
2nd
2nd
Student Motivation
3rd
1st
4th
1st
3rd
2nd
2008
Student Morale
3rd
2nd
3rd
2nd
1st
2nd
Student Distress
4th
1st
4th
2nd
2nd
1st
Student Connectedness
3rd
2nd
4th
3rd
1st
2nd
Student Motivation
2nd
1st
3rd
2nd
1st
2nd
The four numbers refer to the ‘quartile’ where the data sits for each cohort. Each quartile distinguishing the area of improvement.
First quartile
Needing improvement
Second quartile
Developing
Third Quartile
Effective
Fourth Quartile
Excellent
The data clearly shows students’ in year nine with high Student Morale and low Student Distress negatively changes when students’ transfer to year 10. Student Connectedness and Motivation also declines when students’ transfer to year 10.
Before 2006 the year nine data was also lacking, the implementation of the year nine program has improved students’ feelings around the school.
Indentifying a focus for the project:
In 2007 I initiated a program for Girls at risk of dropping out of school and life in year 9 and 10. I noticed disengagement was increasing and something needed to be done, the program was successful for this group of students’. When considering ideas for this ARP, I reflected on the program for girls. I started with ideas around continuing with a similar theme and soon decided I needed to work with more students’ and not be gender specific. I did not want to leave anyone out, as disengagement is increasing at year 10 and all student needs are important.
Steps in developing a draft needs assessment protocol:
Reading and analysing information from the Student ‘Attitudes to School Data’ from the previous 3 years assists with my instincts about (dis)engagement in year ten with relation to the transition from year nine to ten. I am focussing reasons for lack of engagement around; Student Morale, Student Distress, Student Connectedness and Student Motivation.
Here are the results from 2006, 2007 and 2008. I am particularly interested in the transition from year nine to ten.
The data clearly shows students’ in year nine with high Student Morale and low Student Distress negatively changes when students’ transfer to year 10. Student Connectedness and Motivation also declines when students’ transfer to year 10.
Before 2006 the year nine data was also lacking, the implementation of the year nine program has improved students’ feelings around the school.